Elizabeth Parrish Balazs, 2026
University of Oxford, Master of Literature and Arts
The Victorian period's rapid expansion of mass media and print culture fundamentally transformed how literature was produced, circulated, and interpreted. With the advent of woodcut illustration and serialised publication, images became active participants in narrative meaning-making rather than decorative supplements — co-constitutive forces shaping readerly engagement before, alongside, and beyond the letterpress. This dissertation argues that the illustrated serial cultivated habits of suspicion, inference, and evidentiary reading in Victorian readers, and that these habits were systematised and codified by the emergence of detective fiction as a genre. Drawing on Peircean semiotics, particularly the logic of abductive reasoning and the triadic sign, alongside the montage logic of the Victorian periodical page, the analysis traces this development across a corpus spanning Dickens, Collins, Braddon, and Doyle, examining how proleptic illustrations trained readers to hypothesise across the gaps between what was shown and what the narrative authorised. A sustained close reading of Lady Audley's Secret (1863) demonstrates how the productive dissonance between image and text in the illustrated serial produced a forensic reading subject: a reader practised in suspicion, inference, and the marshalling of visual evidence. This dissertation proposes that sensation fiction functioned as a laboratory of interpretive training long before detective fiction appeared as a codified genre, and that the Strand Magazine Holmes stories represent not a rupture but a culmination; the point at which a mode of reading becomes a genre's defining logic.
Elizabeth Balazs, 2023
This study investigates the integration of AI language tools — specifically ChatGPT 3.5 — into secondary writing instruction, examining both measurable outcomes in student writing quality and the perceptions of student and teacher participants. Grounded in Piaget's cognitive constructivist framework, the research employed a mixed-methods design combining pre- and post-intervention writing assessments, structured field observation, and participant surveys. A prototype study was conducted with sophomore students and a classroom teacher at a partner NC public charter school, using scaffolded ChatGPT prompts at three targeted stages of the writing process: prompt deconstruction, brainstorming, and revision for clarity. Quantitative findings showed measurable skill gains across two of three rubric domains, with a positive trend in the third. Qualitative data revealed increased student awareness of AI's limitations alongside a stronger perception of its value as a writing support tool. Teacher participation in the intervention emerged as a significant variable, with the non-participating teacher reporting longer completion times and fewer gains in student revision quality. Findings suggest that structured, teacher-guided AI integration — rather than open or unsupervised use — holds meaningful promise for secondary writing instruction, and point toward the need for larger-scale study and sustained teacher professional development in ethical AI implementation.
The Talos
Advisor, Instructor, Curriculum Designer
Freelance Work
College Application Essays, Graduate applications, Research and Copyediting